Wk 7 Understanding visual literacy, multimodality and multimodal texts.ppt
- 2. Multimodal Text What is it? Instructional resource that incorporates various modes of communication Print, audio, photos, illustrations, film, graphic novels, use of color and design
- 3. Semiotic systems 1. Linguistic: comprising aspects such as vocabulary, generic structure and the grammar of oral and written language 2. Visual: comprising aspects such as colour, vectors and viewpoint in still and moving images 3. Audio: comprising aspects such as volume, pitch and rhythm of music and sound effects 4. Gestural: comprising aspects such as movement, speed and stillness in facial expression and body language 5. Spatial: comprising aspects such as proximity, direction, position of layout and organization of objects in space.
- 4. New ways of reading, new ways of writing ‘literacy teaching and learning needs to change because the world is changing’ Cope and Kalantzis. 2000: 41
- 5. Why multimodality matters • The future of reading and writing are closely interwoven with the future of digital technologies. • Children already know much about multimodal texts from their home experiences. As teachers it is our responsibility to build on these experiences and the children’s knowledge of multimodality in the classroom. This means we need to recognise the relationships between different modes: text and image, sound and gesture and use this in our teaching. • Supporting children with reading, analysing and using modes will enable them to develop literacy skills for today and the future.
- 6. Multimodality Multimodality involves the complex interweaving of word, image, gesture and movement, and sound, including speech. These can be combined in different ways and presented through a range of media. Bearne, E. And Wolstencroft, H. 2007
- 7. Multimodality Mode – signs: sound, graphic material, print Medium – the manner of dissemination A traffic sign as the medium of communication and the red border and the image inside it as the mode. Kress, G.1997
- 8. Medium of communication • The computer: internet information and software presentations • Paper-based texts: picture books, magazines, novels, information books • Sound and visual media: radio, television, videos, CDs and DVDs
- 9. Modes of communication • Writing or print, including typographical elements of font type, size and shape • Images: moving and still, diagrammatic or representational • Sound: spoken words and music • Gesture and movement
- 10. Print •Verbal imagery •Reading pathway – mostly linear and sequential. •Reader mostly follows Multimodal •Visual imagery •Reading pathway: non- sequential, non-linear. •Reader has more choice and opportunity to interact.
- 11. Deconstructing Meaning Reading print based texts Words: The words ‘tell’ including the discourse, register, vocabulary, linguistic patterns, grammar, chapters, paragraph and sentence structure. Use of senses: visual some tactile Verbal style: including tone, intonation, humour, irony, sarcasm, word play, developed in the use of ‘words’. Typographical arrangement, formatting, layout, font, punctuation. Reading multimodal texts Visual images: The images ‘show’ including layout, size, shape, colour, line, angle, position, perspective., screen, frames, icons, links, hyperlinks. Use of senses: visual, tactile, hearing, kinesthetic Visual style: choice of medium, graphics, animation, frames, menu board, hypertext links.
- 12. Digital vs Multimodal • Digital texts: Audio, visual or multimodal texts produced through digital or electronic technology which may be interactive and include animations and/or hyperlinks. Examples of digital texts include DVDs, websites, e-literature (e-books) and apps. • Multimodal texts: Comprising more than one mode. A multimodal text uses a combination of two or more communication modes, for example print, image and spoken text as in film or computer presentations.
- 13. Digital Text I'm counting on you - Transport for NSW child car seat poster Think about the type of English conversations that could be scaffolded around this text.
- 14. Digital Text • eye contact – young child is offering his gaze, making personal contact with the viewer • use of colour – numbers and information are bright and colourful • factual language – website is provided as a legal imperative to the emotional message • audience – parent (‘make sure your child’). The three information points are simple and easy to read for busy parents. • persuasive language – use of possessive pronouns indicates ownership and places responsibility on the reader/viewer • symbols – salient image of a child smiling in car seat represents care, safety and parental responsibility. • colours – use of bright colours for the key messages. The use of white for information.
- 15. Multimodal Text • Watch and consider the elements of 'Get your hand off it’ • This digital text, composed by Transport for New South Wales, partners with the Sydney Swans (Australian football team) to help raise awareness of the dangers of drivers illegally using a mobile phone. The partnership uses the power of sport to build awareness and promote safe driving behaviour.
- 16. Multimodal Text Elements of the digital clip: •speed – fast-paced advertisement, quick between frames •colours – significance of red? •content – up to date, engaging (Snapchat, texting), who is the target audience? •duration – clip is short because it is made for television, where thirty seconds is considered a large amount of time to convey a message or idea. •As a viewer, it is important that students understand they have control over interpreting and viewing the message, the same as they do when reading a piece of text.
- 17. Reading and viewing digital and multimodal texts Consider your experience as a viewer from the previous texts and reflect upon the table below. When reading or viewing a text, students need to have the skills and understandings of how to read or view. There are conventions involved in viewing and reading multimodal and digital texts and these often involve viewer or reader choice. Written text Visual text – poster, picture book Web site or app book Film • Reading is linear in nature. • Reader has control over how much is read. • Reader has to follow the linear structure to get meaning. • Choice to keep reading or put down. • Meaning is made by interpretation of visuals and written text. • Not necessarily linear in nature. Different reading paths. • Reader/viewer has choice as to where they focus their attention on image or written text. • Reader/viewer needs to be competent in skimming and scanning. Text often in pieces or snippets. • Not necessarily linear in nature. Autonomous navigation. • Reader/viewer has choice and responsibility to navigate to the correct page. • Sound can be an option or standard. • Reader/viewer may have to process information from three modes. • Video clip linear in nature, although it may be cut into shorter clips and jump between scenes. • Viewer needs to understand conventions and techniques that show progression of time and place. • Viewer has choice to stop and start and replay when appropriate.
- 18. Digital and multimodal texts in context In this section of the resource, you will have the opportunity to examine materials which incorporate digital and multimodal texts, to help you look at the relevant outcomes and content in the context of your everyday teaching.
- 20. Watch these adverts... Diadora Advert: 1983 http://www.youtube.com/watch?v=fNi7S_fBMRY Adidas Advert: Right Here Right Now 1999 http://www.youtube.com/watch?v=2ym6HYOTie0&p=E1809B5A E04FDC75&playnext=1&index=10 Adidas Advert: Little Red Riding Hood Chase 2008/9 http://www.youtube.com/watch?v=ZQ_pP6qv1hc&p=E155646F 3E1781FA&playnext=1&index=16
- 21. Reflection • How are the modes of communication used in each of the adverts? • How have they changed over time?
- 22. The challenge for the classroom, a reflection • How do you use on-screen texts to support your teaching of different text type?
- 23. The challenge for the classroom, a reflection • How far could the approaches and examples in this presentation be used in your own teaching? What would you need in order to do so?
- 24. Educreations •transforms any iPad or compatible smart device into an interactive/recordable white board to “make content come alive.” •allows users to incorporate pictures, audio, etc. when creating presentations, interactive lessons, projects, and so on. •replayed and shared through social media and other platforms such as Facebook,YouTube, Twitter, Edmodo, DropBox, and email.
- 25. Educreations & Bloom’s •Creating- Creating a movie poster based on a story they’ve read, create a story about what happens next for a character or group of characters, etc. •Evaluating- Students could create a “case” justifying or defending a particular character’s actions in a story, or students may complete assessments through the tool and write explanations of their solution and thinking. •Analyzing- Students may use the tool to compare and contrast stories, settings, characters, etc. and might also incorporate the use of organizers such as Venn Diagrams, charts, etc. •Applying- Students may use the app to create a science journal, describe steps through writing to solving math problems, critical thinking problems, etc. •Understanding- Students could create a book for a subject that requires the identification of objects or components of the topic (types of weather, plants, text features, etc.) •Remembering- Students may use the app to practice groups of spelling words with which they’re struggling, create a mind map that lists a story’s setting, characters, etc.
- 26. Further reading • Bridging print and digital texts in the classroom: principles to practice http://www.englishliteracyconference.com.au/files/documents/h obart/ conferencePapers/refereed/MillsKathy.pdf • Choices for English: Books, Films and Other Texts That Work, 1st Edition http://www.cengage.com/aussec/instructor.do?disciplinenu mber=1206& product_isbn=9780170179690&courseid=&codeid=&subTab =Overview& mainTab=&mailFlag=true&topicName= Additional resources / links • Literacy learning and technology (Dr Kaye Lowe) Video Online http://www.nlnw.nsw.edu.au/videos09/lo_Lowe_Technology /lo_Lowe_ Technology_00.htm • Teachers’ digital toolkit http://www.curriculumsupport.education.nsw.gov.au/digital _rev/ libraries/toolkit/index.htm Additional resources Work towards developing students’ understanding of the uses of digital and multimodal texts, so that they can compose their own across a wide range of subject areas and for a variety of purposes. There are a number of useful links in the resources section of this module to help you get started.
- 27. Bibliography • Bearne, E., and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing Multimodal Literacy 5-11. London: Paul Chapman Publishing. • Bhojwani, P., Lord, B., and Wilkes, C. (2009) 'I know what to write now' Engaging Boys (and Girls) through a Multimodal Approach. Leicester: UKLA. • United Kingdom Literacy Association/Qualifications and Assessment Authority (2004) More than Words 1: More than Words: multimodal texts in the classroom. London: QCA. This can be accessed on: http://www.qca.org.uk • United Kingdom Literacy Association/Qualifications and Assessment Authority (2005) More than Words 2: Creating stories on page and screen. London: QCA. This can be accessed on: http://www.qca.org.uk